Initial Assistance Team MeetingAcademic/Behavioral Interventions (Use One Section And Complete Progress Monitoring Chart for Each Area of Concern)

Specific Academic or Behavioral Area of ConcernSpecific Academic or Behavioral Area of Concern: : Writing – difficulty writing complete and grammatically correct sentences. Writing – difficulty writing complete and grammatically correct sentences.

What data will be used to supply baseline and measure progress of specific skills?What data will be used to supply baseline and measure progress of specific skills?

Current Level of Functioning in Area of Current Level of Functioning in Area of Concern:Concern:

Intervention Cycle 1:Intervention Cycle 1: Results of Intervention Cycle 1:Results of Intervention Cycle 1:

Intervention Cycle 2:Intervention Cycle 2: Results of Intervention Cycle 2:Results of Intervention Cycle 2:

Progress Monitoring Charts attached for areas of intervention.

Indentifying Indentifying Academic/Behavioral Academic/Behavioral

ConcernConcern

Initial Assistance Team MeetingAcademic/Behavioral Interventions (Use One Section And Complete Progress Monitoring Chart for Each Area of Concern)

Specific Academic or Behavioral Area of Concern: Writing – difficulty writing complete and grammatically correct sentencesWriting – difficulty writing complete and grammatically correct sentences . .

What data will be used to supply baseline and measure progress of specific skills?

Current Level of Functioning in Area of Concern:

Sarah is able to write simple Sarah is able to write simple sentences; however she has sentences; however she has difficulty forming more complex difficulty forming more complex sentences in her writing. On her sentences in her writing. On her baseline writing probe, Sarah had baseline writing probe, Sarah had a total of 12 Correct Writing a total of 12 Correct Writing Sequences (CWS).Sequences (CWS). The class average on the standard writing probe is 25 Correct Writing Sequences (CWS).

Intervention Cycle 1: Results of Intervention Cycle 1:

Intervention Cycle 2: Results of Intervention Cycle 2:

Progress Monitoring Charts attached for areas of intervention.

Present Level of Present Level of FunctioningFunctioning

Determining What Data Determining What Data Will be Used to Supply Will be Used to Supply BaselineBaseline and Monitor and Monitor

ProgressProgress Intervention CentralIntervention Central - -

www.interventioncentral.orgwww.interventioncentral.org

Curriculum-Based Measurement: Curriculum-Based Measurement: Directions for Administering and Directions for Administering and Scoring CBM Probes in…Scoring CBM Probes in…

WRITINGWRITING

Initial Assistance Team MeetingAcademic/Behavioral Interventions (Use One Section And Complete Progress Monitoring Chart for Each Area of Concern)

Specific Academic or Behavioral Area of Concern: Writing – difficulty writing complete and grammatically correct sentencesWriting – difficulty writing complete and grammatically correct sentences . .

What data will be used to supply baseline and measure progress of specific skills? Counting the total number of Correct Writing Sequences (CWS).Counting the total number of Correct Writing Sequences (CWS).

Current Level of Functioning in Area of Concern:

Sarah is able to write simple Sarah is able to write simple sentences; however she has sentences; however she has difficulty forming more complex difficulty forming more complex sentences in her writing. On her sentences in her writing. On her baseline writing probe, Sarah had baseline writing probe, Sarah had a total of 12 Correct Writing a total of 12 Correct Writing Sequences (CWS).Sequences (CWS). The class average on the standard writing probe is 25 Correct Writing Sequences (CWS).

Intervention Cycle 1: Results of Intervention Cycle 1:

Intervention Cycle 2: Results of Intervention Cycle 2:

Progress Monitoring Charts attached for areas of intervention.

Determining What Data Determining What Data Will be Used to Supply Will be Used to Supply BaselineBaseline and Monitor and Monitor

ProgressProgress

Intervention ResourcesIntervention Resources

Intervention CentralIntervention Central - - www.interventioncentral.orgwww.interventioncentral.org – Evidence- – Evidence-Based Interventions (EBI’s) for the Based Interventions (EBI’s) for the following areas: reading fluency, reading following areas: reading fluency, reading comprehension, writing and multiple other comprehension, writing and multiple other areas. areas.

Jim Wright’s Teacher intervention manual Jim Wright’s Teacher intervention manual

(step-by-step instructions and intervention (step-by-step instructions and intervention activities) for Vocabulary, Reading activities) for Vocabulary, Reading Fluency, & Reading Comprehension.Fluency, & Reading Comprehension.

Intervention ResourcesIntervention ResourcesStep Up To Writing: Maureen Auman Step Up To Writing: Maureen Auman http://www2.pylusd.k12.ca.us/glk/jlaurich/StepUphttp://www2.pylusd.k12.ca.us/glk/jlaurich/StepUpToWriting.htmToWriting.htmSpecific writing intervention: Elementary and Specific writing intervention: Elementary and

SecondarySecondary

Writing Next (4th-12th)Writing Next (4th-12th) www.all4ed.org/files/WritingNext.pdfwww.all4ed.org/files/WritingNext.pdf

Specific interventions that will help 4th – 12Specific interventions that will help 4th – 12thth grade students with written languagegrade students with written language

University of BuffaloUniversity of Buffalo http://http://gse.buffalo.edu/org/writingstrategiesgse.buffalo.edu/org/writingstrategies//

Specific writing interventions for grades 3-6 Specific writing interventions for grades 3-6 and 6-12and 6-12

Initial Assistance Team MeetingAcademic/Behavioral Interventions (Use One Section And Complete Progress Monitoring Chart for Each Area of Concern)

Specific Academic or Behavioral Area of Concern: Writing – difficulty writing complete and grammatically correct sentencesWriting – difficulty writing complete and grammatically correct sentences . .

What data will be used to supply baseline and measure progress of specific skills? Counting the total number of Correct Writing Sequences (CWS).Counting the total number of Correct Writing Sequences (CWS).

Current Level of Functioning in Area of Concern:

Sarah is able to write simple Sarah is able to write simple sentences; however she has sentences; however she has difficulty forming more complex difficulty forming more complex sentences in her writing. On her sentences in her writing. On her baseline writing probe, Sarah had baseline writing probe, Sarah had a total of 12 Correct Writing a total of 12 Correct Writing Sequences (CWS).Sequences (CWS). The class average on the standard writing probe is 25 Correct Writing Sequences (CWS).

Intervention Cycle 1: Will utilize the SCOPE proofreading strategy during daily writing assignments.

Results of Intervention Cycle 1:

Intervention Cycle 2: Results of Intervention Cycle 2:

Progress Monitoring Charts attached for areas of intervention.

Identifying Intervention Identifying Intervention OptionsOptions

Writing Intervention Writing Intervention

Proofreading: Teach A Memory StrategyProofreading: Teach A Memory Strategy (Bos & Vaughn, 2002). When (Bos & Vaughn, 2002). When students regularly use a simple, portable, easily memorized plan for students regularly use a simple, portable, easily memorized plan for proofreading, the quality of their writing can improve significantly. Create proofreading, the quality of their writing can improve significantly. Create a poster to be put up in the classroom summarizing the SCOPE a poster to be put up in the classroom summarizing the SCOPE proofreading elements: (1) SPELLING: Are my words spelled correctly; proofreading elements: (1) SPELLING: Are my words spelled correctly; (2) CAPITALIZATION: Have I capitalized all appropriate words, (2) CAPITALIZATION: Have I capitalized all appropriate words, including first words of sentences, proper nouns, and proper names?; (3) including first words of sentences, proper nouns, and proper names?; (3) ORDER of words: Is my word order (syntax) correct?; (4) ORDER of words: Is my word order (syntax) correct?; (4) PUNCTUATION: Did I use end punctuation and other punctuation marks PUNCTUATION: Did I use end punctuation and other punctuation marks appropriately? (5) EXPRESSION of complete thoughts: Do all of my appropriately? (5) EXPRESSION of complete thoughts: Do all of my sentences contain a noun and verb to convey a complete thought? Review sentences contain a noun and verb to convey a complete thought? Review the SCOPE proofreading steps by copying a first-draft writing sample onto the SCOPE proofreading steps by copying a first-draft writing sample onto an overhead and evaluating the sample with the class using each item from an overhead and evaluating the sample with the class using each item from the SCOPE poster. Then direct students to pair off and together evaluate the SCOPE poster. Then direct students to pair off and together evaluate their own writing samples using SCOPE. When students appear to their own writing samples using SCOPE. When students appear to understand the use of the SCOPE plan, require that they use this strategy to understand the use of the SCOPE plan, require that they use this strategy to proofread all written assignments before turning them in. proofread all written assignments before turning them in.

(Intervention Central)(Intervention Central)

Initial Assistance Team MeetingAcademic/Behavioral Interventions (Use One Section And Complete Progress Monitoring Chart for Each Area of Concern)

Specific Academic or Behavioral Area of Concern: Writing – difficulty writing complete and grammatically correct sentencesWriting – difficulty writing complete and grammatically correct sentences . .

What data will be used to supply baseline and measure progress of specific skills? Counting the total number of Correct Writing Sequences (CWS).Counting the total number of Correct Writing Sequences (CWS).

Current Level of Functioning in Area of Concern:

Sarah is able to write simple Sarah is able to write simple sentences; however she has sentences; however she has difficulty forming more complex difficulty forming more complex sentences in her writing. On her sentences in her writing. On her baseline writing probe, Sarah had baseline writing probe, Sarah had a total of 12 Correct Writing a total of 12 Correct Writing Sequences (CWS).Sequences (CWS). The class average on the standard writing probe is 25 Correct Writing Sequences (CWS).

Intervention Cycle 1: Will utilize the SCOPE proofreading strategy during daily writing assignments.

Results of Intervention Cycle 1: Sarah continues to struggle with forming complete sentences without grammatical errors. During bi- weekly administered writing probes, she earned an average of 14 Correct Writing Sequences (CWS).

Intervention Cycle 2: Will utilize the Proofreading: Highlighting errors strategy during daily writing assignments.

Results of Intervention Cycle 2:

Progress Monitoring Charts attached for areas of intervention.

Documenting Results of Documenting Results of Cycle 1 InterventionsCycle 1 Interventions

Writing Sample - Intervention Writing Sample - Intervention 33

Proofreading: Use Selective Proofreading With Highlighting of ErrorsProofreading: Use Selective Proofreading With Highlighting of Errors (Frus, (Frus, n.d./18 November 2006). n.d./18 November 2006). To prevent struggling writers from becoming overwhelmed by teacher proofreading corrections, focus on only 1 or 2 proofreading areas when correcting a writing assignment. Create a student ‘writing skills checklist’ that inventories key writing competencies (e.g., grammar/syntax, spelling, vocabulary, etc.). For each writing assignment, announce to students that you will grade the assignment for overall content but will make proofreading corrections on only 1-2 areas chosen from the writing skills checklist. (Select different proofreading targets for each assignment matched to common writing weaknesses in your classroom.) Also, to prevent cluttering the student’s paper with potentially discouraging teacher comments and editing marks, underline problems in the student’ text with a highlighter and number the highlighted errors sequentially at the left margin of the student paper. Then (if necessary) write teacher comments on a separate feedback sheet to explain the writing errors. (Identify each comment with the matching error-number from the left margin of the student’s worksheet.) With fewer proofreading comments, the student can better attend to the teacher feedback. Also, even a heavily edited student assignment looks neat and tidy when teachers use the highlighting/numbering technique—preventing students from becoming disheartened at the site of an assignment scribbled over with corrective comments.

(Intervention Central)(Intervention Central)

Initial Assistance Team MeetingAcademic/Behavioral Interventions (Use One Section And Complete Progress Monitoring Chart for Each Area of Concern)

Specific Academic or Behavioral Area of Concern: Writing – difficulty writing complete and grammatically correct sentencesWriting – difficulty writing complete and grammatically correct sentences . .

What data will be used to supply baseline and measure progress of specific skills? Counting the total number of Correct Writing Sequences (CWS).Counting the total number of Correct Writing Sequences (CWS).

Current Level of Functioning in Area of Concern:

Sarah is able to write simple Sarah is able to write simple sentences; however she has sentences; however she has difficulty forming more complex difficulty forming more complex sentences in her writing. On her sentences in her writing. On her baseline writing probe, Sarah had baseline writing probe, Sarah had a total of 12 Correct Writing a total of 12 Correct Writing Sequences (CWS).Sequences (CWS). The class average on the standard writing probe is 25 Correct Writing Sequences (CWS).

Intervention Cycle 1: Will utilize the SCOPE proofreading strategy during daily writing assignments.

Results of Intervention Cycle 1: Sarah continues to struggle with forming complete sentences without grammatical errors. During bi- weekly administered writing probes, she earned an average of 14 Correct Writing Sequences (CWS).

Intervention Cycle 2: Will utilize the Proofreading: Highlighting errors strategy during daily writing assignments.

Results of Intervention Cycle 2: Sarah continues to struggle with forming complete sentences without grammatical errors. Her number of Correct Writing Sequences (CWS) remained around an average of 14 Correct Writing Sequences (CWS).

Progress Monitoring Charts attached for areas of intervention.

Documenting Results of Documenting Results of Cycle 2 InterventionsCycle 2 Interventions

0

5

10

15

20

25

30

35

40

Baseline1

Baseline3

Jan.8 Jan. 23 Feb. 7

Class Sarah

Sarah’s Correct Writing Sarah’s Correct Writing SequencesSequences

Review of Cycle 2 Interventions and Determination of Need for Additional Action

Summary of Intervention Outcomes and Basis for Decision: Initial results of the first interventions revealed that Sarah made slight improvement in her ability to form grammatically correct sentences. However, during the second cycle of interventions, Sarah’s performance showed no improvement. Her average number of Correct Writing Sequences has improved from 12 to 14 , while the class average of CWS has increased from 25 to 32. Overall, Sarah has demonstrated limited progress during both intervention cycles. Sarah’s data indicates a lack of progress and a widening of the achievement gap between her performance and the average class performance. Therefore the team is recommending that Sarah be referred for an evaluation to the IEP Committee.

Team Decision Continue with current services/interventions. Modify services/interventions and continue Assistance Team Process.

(x) Recommend an evaluation to the IEP Committee OR Recommend a reevaluation for a student who currently receives EC services under an IEP.

Other Decision______________________________________________________________________________________________________________

SignaturesDate:____________

__________________________________Position____________________________________________________Position____________________________________________________Position____________________________________________________Position__________________

___________________________________Position_____________________________________________________Position_____________________________________________________Position_______________________________________________________________________Parent(s)

Summary of Intervention Summary of Intervention Outcomes and Team Outcomes and Team

DecisionDecision